Assistive Technology is so Much More than Pencil Grips
I’ll never forget the first IEP meeting I attended where I finally had a seat at the table. I was feeling fairly confident until we reached the section where we were supposed to consider assistive technology. I was at a loss. I knew a thing or two about augmentative and alternative communication devices but, honestly, had very little idea about what assistive technology (AT) might look like for academics. I sat back and sank down a little in my chair, hoping no one would ask for my opinion. My co-worker rattled off something about a pencil grip. I remember thinking to myself, “Okay, he definitely doesn’t need a pencil grip, so I guess we’re all set.” To clarify, according to IDEA an assistive technology device is “any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities.” [(20 U.S.C.1401(1)]. You can think about assistive technology as a tool that helps bypass barriers. So, yes. A pencil grip would absolutely meet the definition of assistive technology but so would text-to-speech software, a high-tech communication device, and digital post-it notes.
What is the Difference Between Assistive Technology, Technology, and Artificial Intelligence?
Fast forward 15 years, I have a much deeper understanding of what assistive technology is, but in this rapidly changing world of technology and artificial intelligence (AI), the lines are starting to blur. Sure. Assistive technology can be just about anything, but that does not mean that everything is assistive technology.
Technology vs. Assistive Technology: Just because a student has access to a piece of technology does not make it assistive technology. In fact, I’m currently using an AI-generated transcript of the voice notes I created for myself during a brainstorming session to prepare for this blog post. I’m also using a laptop with a keyboard to type my ideas, and I have music playing in the background. None of those things are AT because I am not a person with a disability. I used the transcription feature on my phone because, at the time, it seemed easier than listening to my voice notes, and my family was trying to sleep. I have music playing because I’m tired, and it keeps me energized. These things, however, COULD be considered AT if someone with a disability was using them to overcome a barrier.
Artificial Intelligence vs. Assistive Technology: AI by itself is not a tool. AI is a branch of computer science that develops intelligent machines to complete tasks that humans would typically complete. AI can, however, enhance an AT tool when it is integrated into a website, mobile app, etc. For example, AI-powered speech recognition could allow someone with a motor impairment to control their phone using their voice. AI-powered websites make it possible for students with language impairments to change the tone of their writing with the click of a button.
How Will I Ever Decide?!
AI-powered technology can be really cool. So cool that we might be tempted to start listing it on all of our students’ IEPs. However, that list of cool technology could go on indefinitely, especially with the integration of AI, and we only want to list the tools that are required for a student to access their education. Therefore, I encourage you to start with the student, not with the tool. Think about your student’s strengths and needs. Consider the environments they are in. Next, consider the tasks that they need to complete that they are currently unable to do, or unable to do well, because of their disability. After that, you can start brainstorming and thinking of tools that could help them complete those tasks.
It’s a Win-Win-Win-Win
When we identify the right tool, it is a win-win-win-win kind of situation. Students are able to participate more independently, which often increases engagement, reduces behavior, and boosts confidence. Picture this: You have a student who has difficulty with the fine motor aspects of writing. Therefore, every time you assign a worksheet, he tells you his answers, and you write them down on the paper for him. Insert an iPad with an application that provides speech-to-text. He could snap a picture of a worksheet and use dictation to speak his responses. Now, suddenly, you have more time to help all of the students in your classroom, and he got to feel successful on his own. Like I said, it’s a win-win-win-win.